KIRISH: ta’limni zamonaviy raqamlashtirish sharoitida o‘quv jarayonini tashkil etishga yondashuvlar faol ravishda o‘zgartirilmoqda, bu nafaqat umumta’lim maktabiga, balki maxsus pedagogika sohasiga ham ta’sir qiladi. Raqamli texnologiyalardan foydalanish nafaqat yordamchi vosita, balki maxsus ta'lim ehtiyojlari bo‘lgan bolalarni o‘qitish va rivojlantirish imkoniyatlarini kengaytiradigan ta’lim muhitining muhim tarkibiy qismiga aylanadi. Ushbu jarayon eshitish qobiliyati cheklangan bolalar bilan ishlashda alohida ahamiyatga ega. Eshitish qobiliyatining cheklanganligi og‘zaki nutqqa tabiiy kirishni qiyinlashtiradi, bu so‘z boyligini to‘plash, semantik aloqalarni shakllantirish va umumlashtirish qobiliyatini rivojlantirishda aks etadi. Og‘zaki nutq muhitiga etarlicha qo'shilmaslik leksik tizimning parchalanishiga va o‘z nutqida so‘zlarni faol ishlatishda qiyinchiliklarga olib kelishi mumkin. MAQSAD: ushbu tadqiqotning asosiy maqsadi eshitish qobiliyati cheklangan bolalarda nutqning leksik-semantik tomonini rivojlantirish bo‘yicha tuzatish ishlari tizimida interfaol raqamli texnologiyalardan foydalanishning pedagogik imkoniyatlarini nazariy asoslash, shuningdek ularning barqaror semantik aloqalarni shakllantirishdagi imkoniyatlarini tahlil qilishdir. Eshitish qobiliyati cheklangan bolalarda nutqni rivojlantirishning o‘ziga xos xususiyati eshitish idrokining cheklanganligi bo‘lib, bu tovushli nutqni tabiiy assimilyatsiya qilishni, og‘zaki xotirani shakllantirishni va so‘z va uning ma’nosi o‘rtasida barqaror aloqalarni o‘rnatishni qiyinlashtiradi. MATERIALLAR VA USULLAR: ushbu tadqiqot davomida quyidagi usullardan foydalanildi: tuzatish va pedagogik adabiyotlarni nazariy tahlil qilish, tuzatish ishlarining an’anaviy va raqamli shakllarini qiyosiy tahlil qilish, interfaol ta’lim texnologiyalarini qo‘llash tajribasini umumlashtirish va tizimlashtirish, shuningdek raqamli tuzatish manbai sifatida interaktiv onlayn lug‘at tuzilishini modellashtirish. MUHOKAMA VA NATIJALAR: tadqiqotlar shuni ko‘rsatadiki, eshitish qobiliyati cheklangan bolalarda so‘z boyligining shakllanishi sekin sur’atlarda sodir bo‘ladi va uning hajmi ko'pincha eshitish tengdoshlariga nisbatan cheklangan bo'lib qoladi. O‘rganilgan leksik birliklarning etarli emasligi va ular orasidagi semantik aloqalarning zaif shakllanishi nutqning to‘liq rivojlanishini qiyinlashtiradi. Cheklangan lug‘at bayonotlarning batafsil tuzilishiga to‘sqinlik qiladi, fikrlarni ifoda etishning aniqligini pasaytiradi va teskari nutqni tushunish jarayonini murakkablashtiradi. Shu bilan birga, xorijiy tadqiqotlar shuni ko‘rsatadiki, raqamli texnologiyalardan foydalangan holda maqsadli lug'at ishi so‘z boyligini o‘zlashtirish samaradorligini sezilarli darajada oshirishi mumkin. So‘zlarni vizualizatsiya qilish va faol ravishda mustahkamlashga qaratilgan interaktiv platformalar, multimedia vositalari va yordamchi dasturlardan foydalanish eshitish qobiliyati cheklangan bolalarda so‘z boyligini kengaytirish va nutq so‘zlash sifatini yaxshilashga ijobiy ta'sir ko‘rsatdi. XULOSA: tadqiqot natijalari shuni ko‘rsatadiki, raqamli ta’lim texnologiyalarini tuzatish pedagogikasi metodologiyasiga, xususan, eshitish qobiliyati cheklangan bolalar bilan ishlashga samarali joriy etish nutqni o'zlashtirishda tezroq natijalarga erishishga imkon beradi. Shunday qilib, so'z boyligining cheklanganligi va leksik-semantik aloqalarning etarli darajada shakllanmaganligi eshitish qobiliyati cheklangan bolalarning umumiy nutq va kognitiv rivojlanishiga sezilarli ta’sir ko‘rsatadi. Bu nafaqat lug‘atni miqdoriy kengaytirishga, balki so‘zlar o‘rtasida barqaror semantik munosabatlarni shakllantirishga qaratilgan samarali pedagogik echimlarni izlash zarurligini belgilaydi. Shu nuqtai nazardan, raqamli va multimodal texnologiyalar tuzatish ishlarini kuchaytirish va so‘z boyligini o'zlashtirish jarayonini optimallashtirishning istiqbolli vositasi sifatida qaraladi.
INTRODUCTION: in the context of modern digitalization of education, approaches to the organization of the educational process are actively being transformed, which affects not only secondary schools, but also the field of special education. The use of digital technologies is becoming not just an auxiliary tool, but an important component of the educational environment, expanding the learning and development opportunities for children with special educational needs. This process is particularly relevant when working with children with hearing impairments. The limited auditory perception makes it difficult for natural access to oral speech, which affects the rate of vocabulary accumulation, the formation of semantic connections and the development of the ability to generalize. Insufficient involvement in the oral speech environment can lead to fragmentation of the lexical system and difficulties in actively using words in one's own speech. AIM: the main purpose of this study is to theoretically substantiate the pedagogical possibilities of using interactive digital technologies in the system of correctional work for the development of the lexico-semantic side of speech in children with hearing impairments, as well as to analyze their potential in the formation of stable semantic connections. The specificity of speech development in children with hearing impairments lies in the limited auditory perception, which makes it difficult for the natural assimilation of spoken speech, the formation of verbal memory and the establishment of stable links between a word and its meaning. MATERIALS AND METHODS: in the course of this research, the following methods were used: theoretical analysis of correctional and pedagogical literature, comparative analysis of traditional and digital forms of correctional work, generalization and systematization of the experience of using interactive educational technologies, as well as modeling the structure of an interactive online dictionary as a digital correctional resource. DISCUSSIONS AND RESULTS: research shows that in children with hearing impairments, vocabulary formation occurs at a slow pace, and its volume often remains limited compared to hearing peers. The insufficient number of learned lexical units and the weak formation of semantic connections between them make it difficult for fullfledged speech development. A limited vocabulary hinders the detailed construction of utterances, reduces the accuracy of expressing thoughts and complicates the process of understanding spoken speech. At the same time, foreign studies demonstrate that targeted vocabulary work using digital technologies can significantly improve the effectiveness of vocabulary acquisition. The use of interactive platforms, multimedia tools and assistive applications aimed at visualizing and actively fixing words has shown a positive effect on expanding vocabulary and improving the quality of speech utterances in children with hearing impairments. CONCLUSION: the research results suggest that the effective implementation of digital educational technologies in the methodology of correctional pedagogy, in particular, in working with children with hearing impairments, allows for faster results in language acquisition. Thus, limited vocabulary and insufficient formation of lexicosemantic connections have a significant impact on the general speech and cognitive development of children with hearing impairments. This necessitates the search for effective pedagogical solutions aimed not only at the quantitative expansion of the vocabulary, but also at the formation of stable semantic relationships between words. In this context, digital and multimodal technologies are considered as a promising means of enhancing correctional work and optimizing the process of vocabulary acquisition.
ResearcherUz